Práctica Docente III (Subject) Luis G. Sobet (Professor) Krisangi Gomez (20191047) (Student) “Classroom Management’ (Topic) Tuesday 16th, November, 2021, Santo Domingo, Dominican Republic Krisangi Gomez Classroom Management Classroom management is the process by which teachers and schools create and maintain appropriate behavior of students in classroom settings. The purpose of implementing classroom management strategies is to enhance prosocial behavior and increase student academic engagement (Emmer & Sabornie, 2015; Everston & Weinstein, 2006). Effective classroom management principles work across almost all subject areas and grade levels (Brophy, 2006; Lewis, et al., 2006). When using a tiered model in which school-wide support is provided at the universal level, classroom behavior management programs have shown to be effective for 80-85 percent of all students. More intensive programs may be needed for some students. Why is classroom management important? Effective classroom management: ● Establishes and sustains an orderly environment in the classroom. ● Increases meaningful academic learning and facilitates social and emotional growth. ● Decreases negative behaviors and increases time spent academically engaged. Although effective classroom management produces a variety of positive outcomes for students, according to a 2006 survey of pre-K through grade 12 teachers conducted by APA, teachers report a lack of support in implementing classroom management strategies. Chaotic classroom environments are a large issue for teachers and can contribute to high teacher stress and burnout rates. Therefore, it is important to use effective classroom management strategies at the universal level in a tiered model, as they serve as both prevention and intervention methods that promote positive outcomes for students. Why classroom management works Effective classroom management Classroom management systems are effective because they increase student success by creating an orderly learning environment that enhances students' academic skills and competencies, as well as their social and emotional development. Classroom management systems are most effective when they adhere to three basic principles (Brophy, 2006, pp. 39-40): 1. Emphasize student expectations for behavior and learning. 2. Promote active learning and student involvement. 3. Identify important student behaviors for success. More specifically: a. What behaviors are required to reach the goals of learning activities? b. What implications does a particular learning activity have for student roles? c. How will the teacher prepare students to take on these roles? School Wide Implementation Teachers concerned with classroom management typically need help with two issues: 1. Preventing discipline problems. 2. Dealing with current discipline problems. To address these concerns, researchers have established several systems such as positive behavior support (PBS) (Crone & Horner, 2003; Crone, Horner, & Hawken, 2010) and social and emotional learning (SEL), (Weissberg, Kumpfer, & Seligman, 2003). Recommendations for teachers 1. Do not use vague rules. 2. Do not have rules that you are unwilling to enforce. 3. Do not ignore student behaviors that violate school or classroom rules (they will not go away). 4. Do not engage in ambiguous or inconsistent treatment of misbehavior. 5. Do not use overly harsh or embarrassing punishments or punishments delivered without accompanying support. 6. Do not use corporal punishment. 7. Avoid out-of-school suspension whenever possible (APA Task Force on Zero Tolerance report). 8. Do not try to solve problems alone if you have serious concerns about a student. Refer to your school psychologist or special education professional. 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